1. RCA 02 FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # ABOUT YOU 3 OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 10
PI STRATEGY 15
EVALUATION(PI STRATEGY) 16 17
EVALUATION(TP STRATEGY) 21
FEEDBACK 22

3. About you
My name is Neha S.Sakhalkar and I wish to create my Flipped classroom activity on Multiplexers

4. University of Mumbai(FAMT,Ratnagiri)
Neha S.Sakhalkar
Multiplexers
Digital Logic Design
Electrical
SE EXTC Sem III
University of Mumbai(FAMT,Ratnagiri)

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Students should be able to
Explain basic operation of a Multiplexer(MUX) using Block diagram
Explain 2:1 MUX and 4:1 MUX using diagram and function table
Extend the MUX to handle more no.of inputs
Implement higher order MUXes using lower order MUXes by using basics of cascading
Key Concept(s) to be covered
Basic Diagram and operation of MUX
2:1 MUX and 4:1 MUX(Function Table,Equation)
Implementation of MUX of any size
Design of Higher order MUXes using Lower order MUXes

6. Out-of-class Activity Design-1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student should be able to
-Explain basic operation of a Multiplexer(MUX) using Block diagram
-Explain 2:1 MUX and 4:1 MUX using diagram and function table
-Extend the MUX to handle more no.of inputs
-Implement higher order MUXes using lower order MUXes by using basics of cascading
Key Concept(s) to be covered
-Basic Diagram and operation of MUX
-2:1 MUX and 4:1 MUX(Truth Table,Equation)
-Implementation of MUX of any size
-Design of Higher order MUXes using Lower order MUXes

7. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Creative Commons Attribution License(Reuse Allowed)
Mapping Concept to Video Source
VIDEO SEGMENT
DURATION
(in min)
Basic Multiplexer
V1 – 0:00 – 1:58
1:58
2:1 MUX,4:1 MUX
V2 – 1:59 – 5:51
3:52
Implement higher order MUXes using lower order MUXes
V3 – 5:52 – 9:27
3:37
Total Duration :
9:27 Min

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Implement MUX of any size
Q.1.Implement the following
-Basic 16:1MUX
-Basic 32:1 MUX
7 minutes
Watch V1,Pause it at 1:58 and try to solve Q1 start watching V2 and verify the answers yourself

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Implement higher order MUXes using lower order MUXes
Q.2.Design 8:1MUX using 4:1 MUXes ONLY
10 Minutes
Watch V3,Pause it at 6:30 ,without listening the narration and just referring to the diagram try to solve Q2,then continue remaining part of V3 and verify the answers yourself
Q.3.Design 16:1 MUX using 8:1 MUX with the help of appropriate logic gates
Watch V3,Pause it at 7:52 ,without listening the narration and just referring to the diagram try to solve Q3,then continue remaining part of V3 and verify the answers yourself
Total activity duration : 27 Minutes

10. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
-Implement any Boolean Function using Multiplexers(ANALYZE Level)
-Implement Boolean Function using Multiplexer of minimum possible
size(ANALYZE Level)
Key Concept(s) to be covered
Boolean Function Implementation using Multiplexers
and Truth Table

11. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Implement any Boolean Function using Multiplexers(ANALYZE Level)
Implement Boolean Function using Multiplexer of minimum possible size
(ANALYZE Level)
Key Concept(s) to be covered
Boolean Function Implementation using Multiplexers and Truth Table

12. In-class Activity Design -2
Active Learning activities that I plan to do are :
Concept clarification using
Peer Instruction
Real world problem solving using
Think-Pair-Share

13. In-class Activity Design -2
Peer Instruction Strategy – What I(teacher) do
I asked 2 questions at the start of the class for the topic Boolean function implementation.I also provided the general guidelines about how the truth table of any boolean function can be mapped to MUX basics
Q 1: What size of a multiplexer is required to implement the Boolean function (without using the enable in to give SELECT logic)
F(A,B,C)=∑(1,4,6)
a)2:1 MUX
b)4:1 MUX
c)8:1 MUX
d)16:1 MUX 

14. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Is it possible to implement the function F=A.B+A.B’.C’+A’.C using 4:1 MUX
1)Yes
2)No
3)Can’t be predicted
Q.3.Answer if following statement is True or False
When a Multiplexer is used to implement a logic function,the logic variables are
applied to the Multiplexer’s data inputs.

15. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question above,they will first think and get their answers individually.
Then,they will discuss with peers and compare each other’s answers and come to the know whether their way of solving the problems was proper or not
After that,they will listen teacher’s(my) explaination and will compare their ways and my ways of solving the problems.They will also ask the doubts they have regarding the topic

16. Evaluation of Peer Instruction Strategy Problems
Q.1.Ans- As there are 3 variables in the given function and enable is not to be used to give SELECT logic,the only MUX which can be used to implement the given function is 8:1 MUX. Q.2.Ans- Yes,It is possible to implement the given function using 4:1 MUX.The only additional thing to be done is that use two 4:1 MUXes give proper logic of MSB of the truth table of the given function to enable each of 4:1 MUX. Q.3.Ans- The given statement is False.In a MUX,logic variables are applied to SELECT inputs of MUX.

17. In-class Activity Design -2
TPS Strategy – What Instructor does
I provided the students with a following problem on Boolean function implementation.
Design a Multiplexer based circuit to implement following
F=A.B+A.B’.C+AC’D
Use 8:1 MUX only

18. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction:
Think individually on how to map the given function or truth table of the function to MUX logic

19. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: I told the students to form the pairs and discuss each other’s answers,
compare them and come to one final answer and further try to implement the function
using 8:1 MUX by discussing among themselves.
While students are pairing and discussing, I(teacher) went to some pairs to see
what they were doing.

20. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 minutes)
I(teacher) asked a group,whose answer I already checked,to share their answer with class and also asked whether there are different methods used by others to implement the same. After sharing was done,I told the correct solution and also told how minimizations using less size of a Multiplexer plays a major role in real life applications.

21. Evaluation of TPS Problem
Step 1- Draw the Truth Table for the given Boolean function Step 2- No.of MUXes required : 2 8:1 MUXes and a 2 input OR gate Step 3- Give Output logic of first 8 entries in the Truth Table to 8 inputs of lower order 8:1 MUX and last 8 entries of The Truth Table to 8 8 inputs of Higher order 8:1 MUX Step 4- Select Line Logic For Both the MUXes should be S2.S1.S0=C.B.A Step 5- Give D’ as enable to Lower order MUX and D as enable to Higher order MUX

22. In-class Activity Design -2
The Think-Pair-Share and Peer Instruction strategy effective learning strategies because of following reasons
In both the above strategies,
-Students receive more time for individualized learning.
-Direct interaction between students promotes active learning.
-Students feel more comfortable and open when interacting with a peer.
-These strategies promote team-building spirit and more supportive relationships;
greater psychological well-being, social competence, communication skills and
self-esteem; and higher achievement and greater productivity in terms of
enhanced learning outcomes.
Feedback from students :
Students said that these methods of teaching are helping them to understand the subject
better than the traditional methods and that they have developed interest in the subject